Address: 4030 Debrecen, Erdei Ferenc street 16.
Phone: +36 30 277 4696 every day between 10-17 hours
Offices:
4026 Debrecen, Péterfia street 18. (Debrecen Plaza I. floor)
4400 Nyíregyháza, Bocskai street 25.
5000 Szolnok, Ady Endre street 28/A (Szolnok Plaza I. floor)
5300 Karcag, Városudvar 1.
E-mail: info@kozpontegyesulet.hu
28 November 2021 (sunday)

SULIPLUSSZ

Beneficiary: EÖTVÖS JÓZSEF REFORMÁTUS OKTATÁSI KÖZPONT
Non-refundable beneficial support summary: 240,02 Million HUF
Project Period: 01.06.2018. – 31.05.2021.
Project Identification Number: EFOP-5.2.4-17-2017-00003
The project’s consortium leader the Eötvös József Református Oktatási Központ it’s headquartered is in Heves. The institution’s maintainer is the Tiszáninneni Református Egyházkerület. The primary locations of the project are Heves, Debrecen and Salgótarján settlements belong to a district which is developable with a complex program.

Our program at the regional level more cumulatively than the national average, more severely respond to social, societal, economic problems keep in focus the organizations professional experiences whose we cooperate with and those seems new disadvantage compensator methods, tools which is in framework of a comprehensive measure capable of interinstitutional implementation. Our goal is to specify the improvements required for the adaptation of the already implemented, measured and concluding “Suliplussz” program try out which can have a positive effect on the entire population of the districts of Heves, Debrecen and Salgótarján, and which can be adapted in other regions as well.

Our program focuses on these parts, marked the consortium and other partners role:

-Whole life long learning (public educational institutions, social organizations)

-public educational, innovative proven methods: early school leaving reduction, catching up the disadvantaged students, facilitating the transition between public educational institutions (public educational institutions, social organizations)

-social catching up and inclusion: family planning, education for family life (ecclesiastic organizations, social personas)

- health preservation, improving access to health care (health professionals involved at regional level, institutions cooperation)

The novelty of the program to be prepared for adaptation lies in the fact that we establish an effective and direct dialogue between the institutions involved in the advancement and preparation for life of the persons to be developed, and personal mentoring can reduce the probability of dropping out of school with particularly high efficiency, human services improve the ability systems of the persons involved, develop the personality of the mentees. The participation of civilians involved at the local level and the church helps the effective implementation of community functions, as well as the dissemination of non-traditional forms of learning and knowledge transfer.

As part of the project is for adaptation methodology, we plan to prepare at least 20 people while the provisions the implemented professional activities reach 30 occasions and at project level, it consists of a minimum of 3 000 occasions. The effect on the target group as a part of comprehensive measurement we are investigating on at least 10 people.

“Suliplussz” in detail:
The system of public educational institutions institutional levels can react to the plight of the involved in public education disadvantage compensation needed youngsters independently, however, the entire institutional levels are not able to provide this in a complex way in all cases. The kindergarten-primary school, also the transition between members in primary and secondary public education institutions on system level is not or hardly interpreted. In focus of the consortium leader’s form of operation has made possible in recent years that the public education processes of the transition are managed by their institution management, teachers, and institutional partners (as a social and public educational institutional members) can interpret as a unified, comprehensive process. In focus of that the kindergarten-school transition can be interpreted as a unified picture in all young people's progress, the “Suliplussz” program has been developed as a socially innovative method in professional activities, with a meaningful pilot phase in previous years.

The innovation’s key-important element lies in the fact that young people as subjects of the processes that affect them, are supported in a multidisciplinary approach to all members of the institutional network at the same time in all aspects of their impact in public education. Receiving comprehensive professional support through the direct communication of school, social institution actors, settlement, regional and local institutional co-operation that have an impact on the life stages of the affected people, all process stages based on individual development goals prove to be effective. The emphasized professional focus became impressive, successful effective activity series by the following process:

-child’s entry into the institution system (kindergarten)

-social and health discussion initiating with the institutional partners in their fields

-first transition

-school direct communication with kindergarten institution member

-second transition

-school peoples’ ensemble communication

The communication in this case in connection of the process described above the integrated child’s custom developmental needs definition beyond reacts to the particular development specification with input- output segmentation. The direct dialogue between institutional workers makes it possible to make the direct impressions created during the child's development more effective with measurable, adaptably fixed characteristics, the concentrated pedagogical development supporting the transition, and the most accurate and effective implementation of individual development needs. In the childhood section these developmental pedagogy methods proved by school-school life section and education additional effect mechanisms. The whole process measuring method’s recording happened in in the secondary education stage, 30, involved students in terms of the school dropout potentially endangered. The students thanks to the direct institution member communication substantially they receive more prominent attention in their individual development.

Process description:

- based on interinstitutional discussion also input measurement to detect the endangered target group members

- perform input measurement

- custom development plan making

- progress (documented, measurable) emphasis on dialogue with actors in the direct institution (school-nurse, health service, pedagogical specialist service, educational consultant, child and youth protection specialist, settlement government, other institutional partners, parent work community) (custom characteristics exploration, common definition, already detected characteristics giving, common professional discussion)

- for development defined objectives reaching staggered measurement, intermediate measurement

- output measurement

- track checking


Methodologies used in individual development:

- mentoring

- community building

- developing competences

- career orientation

- family visit

- institutional work meetings, cooperation


Measuring following’s result summary:

- The students at the beginning of the development defined goals have been reached

- the members of the focus group were not affected by early school
leaving or dropping out

- professional summary, methodical summary

- evolutional summary

Full process tracking documentation is suitable for fine-tuning innovation along the objectives set out in this call, in cooperating of institutional adaptation preparing professionals for local extension. Known the consortium partners goals on local level our innovation professional progresses can be adapted. Our foundational partner’s professional practices socially can make it total in their headquarter region and other regions too our method’s essence our associational partner across practices in support of public education can perform implementation initiatives with cooperation of institutional network partners.

Our method, and innovation’s novelty gives that we can understand the development on the level of the person and institutional perspective, thereby responding more effectively to areas in need of intervention.

Reducing early school leaving:
- emotional background, in community-based sense

- individual lifeway, career tracking

- individual developments consistency with the institution

- educational consultant

- family support center

-nurse, school doctor, health care system

- GYIV tasks comprehensive understanding

- Settlement municipality

- social institution network’s other participants

- individual social personal properties exploration, already recognized social properties inherit from ancestor-institution

-career orientation

-parent-school connection

- personality development

- faith aspect

Catching up disadvantageous students:
- catching up good practices

- development conception

- integrate into community

- institution network direct-communication

- scholarship systems

- mentoring

Students integration:
- Disadvantaged, cumulatively disadvantaged, particular educational needed students’ individual development,

- faith aspect

- teacher, instructor, developmental educators, sensitization of public education professionals

-direct react to the local social-economical progresses

Transition helping between public educational institutions:
- kindergarten, primary school

- facilitating the transition from primary to secondary level through the unified operational experience of the institutional members in the institutional network

- specialized to the properties of vocational school and secondary school

Our innovation based on that principle is providing complex personalised human services for youngsters in difficult situation in conclusion their social exclusion is decreasing. Through the improvement of their study results, their training and labor market opportunities improve, and their life management competencies develop.

Summary:
1. Personal connection with endangered children incorporated into the education system (based on the proposal of teacher and social professional, GYIV worker)

2. Custom problem definition: Wrote case log which is sets the discussion with the mentor and the main problems and bottlenecks in the student's life and what is behind them.

3. Individual mentoring: if does not needed a professional on higher levels, in case the mentor makes a custom-made case management plan with the student, if the professional and connection is determined. Minimum monthly several times at least in one hour happening custom case management which is goal is finding solutions for problems and jams. In the custom case management incorporating other professions professionals, group skills development sessions and games can take place, the necessity and planning of this will be recorded in writing.

4. The dropout, for the long-life learning lifeway orientation, career orientation activity performing in custom and in group sessions,
changing fits to the needs with hours and person number. In this program all of the career guidance, also life guidance, both the management of life and the catching up of the disadvantaged are realized through training.

5. The approximation of the parents and institutions: quarterly in frames of informal sensitizer and community builder events executes where the teacher, the mentor, the child, the parent and the religious members in one place, in one time the traditional family and religious values through get closer to each other, to the community, helps the decreasing of exclusion improving the social connections with this.

6. Thematic sessions, events, trips helping in our program that, to decrease the dropping out from the school and to realise the transition between institutions the familys’ life management skills develop in the way of application social learning forms.

7. The individual case management close: if the student’s problem in parts of or fully solves, their situation already not or just in parts of it is endangered the custom diary is get closed, but the person’s tracking comes true.

Considering the above can be say that our innovation’s developing is necessary, correcting the progress, the course’s quality regulation is of paramount important because take consider about the number of the target group people, and counting the endangered groups’ massive presence, the social innovation’s implementation shows as a real purpose and it brings real values. Our project’s supreme long-term aim and effect is:
- The social innovation which is made by us and refined in the project with added human services could be adapted in different regions of the country where disadvantaged target groups and vulnerable social groups problems comes,

- in connection with our trainings, a whole range of experts will gain insight into the innovative tools of complex problem management of this target group,

- the professionals can develop themselves all in their skills and social sensitivity

- in the affected districts some part of the locals sensitization can happen, in connection of the progressive online communication the interested people out from the districts could get news about this catching up, disadvantaged people’s supporter program

- network professional connections can strengthen, the target group multidisciplinary problem solving can start

-school dropout rate decrease in the affected districts

- the attitude of the target group towards learning and personality development can be improved

Novel, constructive ideas can be born in connection with the involvement and coordination of institutions and consortium members from several disciplines and the adaptation’s more developed version may occur in the end of the project, so maybe new project ideas can come true for the area’s social catching up.

More details and news about our project: https://www.suliplussz.hu/

Jelentkezz hozzánk Te is! Nyereményjáték